Effective Instruction for Calculus Learning Outcomes through Blending Co-Operative Learning and Geogebra

Autor/in	Yimer, Sirak Tsegaye
Titel	Effective Instruction for Calculus Learning Outcomes through Blending Co-Operative Learning and Geogebra
Quelle	In: Mathematics Teaching Research Journal, 14 (2022) 3, S.170-189 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Instructional Effectiveness; Calculus; Blended Learning; Educational Technology; Outcomes of Education; College Freshmen; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Unterrichtsmedien; Lernleistung; Schulerfolg; Studienanfänger; Ausland; Äthiopien
Abstract	Most mathematics education research literatures reported that the use of teachercentered instruction lacks active-collaborative learning environment and hands-on practices that could minimize learners' concept learning and affective aspects challenges towards calculus meaningfully. The motivation of this study was the understanding that the learning and teaching of calculus can benefit a lot if the delivering models are enriched by blending technology in the process and being able to go beyond the teacher-centered instruction. This study was aimed to examine the effect of the blended learning (BL) on learners' cognitive (CLO), psychomotor (PLO) and affective (ALO) learning outcomes. The mixed methods were used in a quasi-experimental design. Samples of size 298 for pilot and 248 for main study in both experimental groups were utilized. The data collection instruments were the closed and open-ended conceptual and procedural knowledge tests and the five points Likert-scale attitude questionnaire. A descriptive, paired-samples t-test and Two-Way ANOVA were employed for data analysis. The results of the study revealed that the levels of learners' CLO and ALO attainments were significantly boosted up, and PLO was reasonable. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01